Ambo University College of health sciences and referral

hospital
Department of nursing

CBE/CBTP as Nursing Department and job description prepared for

Nursing Department Focal person, staff supervisors, for students,
for team leader, for reporter and facilitator During CBTP activity

Prepared by Samuel Abate (BSc, MSc in adult health nursing)

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Overview of Community Based Education (CBE)
Community is “a group of people living in the same place or having a particular characteristic in
common” or “the people of a district or country considered collectively, especially in the context
of social values and responsibilities; or a society”.

Community-Based Education (CBE) is a form of instruction where students learn professional

competencies in a community setting to help students build a sense of connection with their
communities. CBE is a popular approach for all forms of education and for all age groups
especially at the higher education level where the primary purpose is to foster interdependence
between education and communities for enhancing the capacity of individuals and groups for
improving their quality of life. CBE is also a pedagogical model that connects classroom-based
work with meaningful community involvement and exchange”.

Overall, CBE is about the facilitation of learning in, with, for, and from the community,
rendering relevant, meaningful, and mutually agreed-upon learning outcomes for health
professionals and services to the populations in a community setting. CBE promotes active
citizenship and social responsibility in learners as it is based on partnerships and reciprocity
between communities and educational institutions. Ultimately, CBE seeks to produce graduates
who are available for improving access and enhancing quality health care for all.

The aim of CBE mainly remains in;

1) To produce competent health professionals through intensive theoretical and practical

training at the classroom, health facility, community, and other industries.
2) Providing preventive, curative, and promotional services for the community by health
practitioners under the close supervision of trainers and other supervisors.

F These two aims will contribute in achieving the quality education and university-industry
linkage goals of our College in particular and Ambo University in general.

F Components of Community Based Education

For the sake of achieving the above-listed goals and objectives, CBE is classified and grouped
under different components (which are classified as courses).

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At the College of Medicine and Health Sciences level, the following elements are run
under CBE: Community based Training Program. (CBTP), Community Health Attachment
(CHA), Team Training program (TTP), students research project (SRP), and Developmental
team training program (DTTP). While all the first three programs are mainly focused on as
means of training undergraduate students, the latter one is intended for Postgraduate students.
During the CBE program, the students will be deployed to the Ambo University catchment area
for field practice.

Roles and Responsibilities of departments (Focal person)

Nursing department has the duty to ensure whether the CBE programs are going on as per the
philosophy and curriculum through;-
 Early notifying the annual plan of CBE to the CBE Coordinator office (number of
students etc.)
 Assigning the students to selected Health Center as per quota given by the CBE office in
line with the site accommodating capacity and notifying the CBE.
 In collaboration with the CBE office, facilitate some necessary materials needed for
practice, like glove, stet-scope, thermometer, alcohol, etc.
 Being with CBE coordinator and College, Following the progress of training and taking
corrective measurements as needed.
 Participate during orientation, during fortnight presentation, and during the final
presentation and giving feedback for the students and for CBE on the progress of the
program.
 Monitor the implementation of policies and procedures related to field education.
 Being with the CBE coordinator develops faculty and field instructors’ capabilities for
carrying out field education objectives through such mechanisms as orientations,
colloquia, workshops, seminars, mentoring, and other scholarly programs.
 The coordinator also collaborates with departments to develop and coordinate classroom
and field curriculum objectives.
 Collaborate with field education coordinators and practicum faculty at other colleges
(community service directorate) and universities on the enhancement of field education.
 Ensure the CBE evaluating formats are applied appropriately.
 Other University senate legislation rules are applied as it is.

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Job description for staff supervisors

The composition of the supervisory team should be multidisciplinary based on the students’ field
of training (department). The supervisory team members provide professional and educational
guidance to students through the process of community diagnosis, practical demonstration in the
field and/or discussions. Special emphasis will be made on the application of theoretical
knowledge and development of skill of students. The supervisory team members are assigned by
the respective departments in consultation with college coordinators for research, CBE and
postgraduate studies. Based on the specific objectives of the CBE training program, team
members provide continuous guidance and support to students assigned in the program and are
expected to accomplish the following:

 Generate a conducive educational atmosphere through discussion on application of

concepts and principles of CBE Guidelines and Procedures
 Help students in selecting study design, population /target, measurements etc.
 Guide students in developing survey instruments, data collection, and application of
statistical methods in analysis and presentation of the results of the study
 Prepares daily reports and compile the reports, give feed back to the team leader about
student assessment and program evaluation at the end of each CBE training program to
the supervisory team leader.
 Lead the presentation of the findings of the study during CBTP symposium
 . Do all other tasks assigned by the supervisory team leader.

Duties and responsibilities of individual students during activities

 All students should be disciplined while evolved in CBE activities

 Be punctual for the day to day activity
 Should discharge individual and group tasks assigned to him/her
 Should actively participate in group meetings
 Should participate in implementation and evaluation activities
 Should participate in all activities and report writing
 Should do all other tasks assigned to him/her by the group team leader

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Job description of student team leader

The Student team leader is selected by the students and will have the following job description: 
She/he is directly responsible to supervisory team leader

 Organize, lead and play a role model to other students

 Take attendances in every day activity Guidelines and Procedures
 Assign specific and individual tasks to members
 Leads team student members meetings
 Participate in evaluation of the students
 Makes sure all necessary materials to be used in the program is available before hand
 Participate in all CBE activities and produce reports

Job description of student team reporter

The reporter of the student team is selected by the students democratically and will have the
following job descriptions: 

 He/ she is directly responsible to students team leader

 Organize the students in the write-up process of the team report.
 Compiles findings and job accomplished by the team in the symposium.
 Assist the student team leader in leading and organizing activities
 Represent the student team leader during his absence.
 Present the findings of the study during CBTP symposium

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